Monitoring and evaluating body knowledge: metaphors and metonymies of body position in children’s music instrument instruction

2021 ◽  
Vol 7 (s4) ◽  
Author(s):  
Melisa Stevanovic
Keyword(s):  
Conversation Analysis ◽  
Body Position ◽  
Musical Instrument ◽  
Instructional Sequence ◽  
Student Conduct ◽  
Children's Music ◽  
Instructional Activities ◽  
Temporal Location ◽  
Complex Movement ◽  
Body Knowledge

Abstract This paper examines music instrument teachers’ instructive use of noun metaphors and metonymies of behaviors related to the playing and handling of a musical instrument. Drawing on 10 video-recorded 30–40 min-long instrument lessons as data, and conversation analysis as a method, the paper examines the temporal location of these figurative turns (i.e., instruction turns including a noun metaphor or metonymy) within the instructional activities and in relation to the student’s behaviors. At the beginning of a new instructional sequence, a figurative turn allows the teacher to test and monitor the level of student’s knowledge, while the student orients to a need to demonstrate that knowledge. Figurative turns also enable the teacher to initiate correction in complex movement sequences, its organization as a series of metaphors or metonymies enabling an easy return to an earlier point in a sequence. Furthermore, the flexibility of metaphors and metonymies as interactional resources is evidenced by the ease by which a figurative instruction turn may be transformed into an affirmative evaluation of student conduct. The paper thus suggests that instructing body knowledge through metaphors and metonymies has significant pedagogical advantages, also providing a detailed account for why and how this is the case.

Interactions between a quiz robot and multiple participants

2013 ◽  
Vol 14 (3) ◽  
pp. 366-389
Author(s):  
Akiko Yamazaki ◽  
Keiichi Yamazaki ◽  
Keiko Ikeda ◽  
Matthew Burdelski ◽  
Mihoko Fukushima ◽  
...  
Keyword(s):  
Key Words ◽  
Conversation Analysis ◽  
Body Position ◽  
Human Robot Interaction ◽  
Human Interaction ◽  
English Speakers ◽  
Robot Interaction ◽  
Projection Screen ◽  
Human Participant ◽  
English Speaking

This paper reports on a quiz robot experiment in which we explore similarities and differences in human participant speech, gaze, and bodily conduct in responding to a robot’s speech, gaze, and bodily conduct across two languages. Our experiment involved three-person groups of Japanese and English-speaking participants who stood facing the robot and a projection screen that displayed pictures related to the robot’s questions. The robot was programmed so that its speech was coordinated with its gaze, body position, and gestures in relation to transition relevance places (TRPs), key words, and deictic words and expressions (e.g. this, this picture) in both languages. Contrary to findings on human interaction, we found that the frequency of English speakers’ head nodding was higher than that of Japanese speakers in human-robot interaction (HRI). Our findings suggest that the coordination of the robot’s verbal and non-verbal actions surrounding TRPs, key words, and deictic words and expressions is important for facilitating HRI irrespective of participants’ native language. Keywords: coordination of verbal and non-verbal actions; robot gaze comparison between English and Japanese; human-robot interaction (HRI); transition relevance place (TRP); conversation analysis

Mastering the body

2018 ◽  
Vol 2 (2) ◽  
pp. 213-234 ◽  
Author(s):  
Friederike Kern
Keyword(s):  
Young Children ◽  
Social Control ◽  
Conversation Analysis ◽  
Body Position ◽  
Multimodal Interaction ◽  
The Body ◽  
Interactional Analysis ◽  
The Subject ◽  
Shed Light

Recent interactional studies of multimodal interaction have shown how touch can be used as a form of social control in adults' directives to children, or as a way of guiding children into embodied politeness. Using multimodal interactional analysis grounded in conversation analysis, this paper aims at exploring how touch is used as a semiotic resource to socialize young children between 4 and 5 years of age into appropriate ways of presenting the body in public. The focus will be on moments when the child's body becomes the subject of correction while some other action is going on. In those moments, touch is used as manual guidance to change and correct children's body position or bodily conduct. These corrections shed light on what are considered appropriate forms of bodily conduct in public, and how children are manually guided towards established norms of such conduct. The study aims at adding to our understanding on how 'haptic sociality' (Goodwin 2017) contributes to socializing children into appropriate bodily conduct in interaction.

Case Exercise: Biomechanics in Rearend Motor Vehicle Collisions

2007 ◽  
Vol 12 (3) ◽  
pp. 4-7
Author(s):  
Charles N. Brooks ◽  
Christopher R. Brigham
Keyword(s):  
Motor Vehicle ◽  
Body Position ◽  
Motor Vehicle Collisions ◽  
Time Curve ◽  
Vehicle Collisions ◽  
Need For Treatment ◽  
Multiple Factors ◽  
Bodily Injury ◽  
Vehicle Collision ◽  
Physical Findings

Abstract Multiple factors determine the likelihood, type, and severity of bodily injury following a motor vehicle collision and, in turn, influence the need for treatment, extent of disability, and likelihood of permanent impairment. Among the most important factors is the change in velocity due to an impact (Δv). Other factors include the individual's strength and elasticity, body position at the time of impact, awareness of the impending impact (ie, opportunity to brace, guard, or contract muscles before an impact), and effects of braking. Because Δv is the area under the acceleration vs time curve, it combines force and duration and is a useful way to quantify impact severity. The article includes a table showing the results of a literature review that concluded, “the consensus of human subject research conducted to date is that a single exposure to a rear-end impact with a Δv of 5 mph or less is unlikely to result in injury” in most healthy, restrained occupants. Because velocity incorporates direction as well as speed, a vehicular occupant is less likely to be injured in a rear impact than when struck from the side. Evaluators must consider multiple factors, including the occupant's pre-existing physical and psychosocial status, the mechanism and magnitude of the collision, and a variety of biomechanical variables. Recommendations based solely on patient history and physical findings (and, perhaps, imaging studies) may be ill-informed.

The Relation Between Teachers' Diagnostic Sensitivity, their Instructional Activities, and their Students' Achievement Gains in Reading*

2013 ◽  
Vol 27 (4) ◽  
pp. 283-293 ◽  
Author(s):  
Lars Behrmann ◽  
Elmar Souvignier
Keyword(s):  
Reading Comprehension ◽  
Classroom Management ◽  
Reading Program ◽  
Multilevel Analyses ◽  
Moderating Effects ◽  
Management Skills ◽  
Judgment Accuracy ◽  
Achievement Gains ◽  
Instructional Activities ◽  
Main Effects

Single studies suggest that the effectiveness of certain instructional activities depends on teachers' judgment accuracy. However, sufficient empirical data is still lacking. In this longitudinal study (N = 75 teachers and 1,865 students), we assessed if the effectiveness of teacher feedback was moderated by judgment accuracy in a standardized reading program. For the purpose of a discriminant validation, moderating effects of teachers' judgment accuracy on their classroom management skills were examined. As expected, multilevel analyses revealed larger reading comprehension gains when teachers provided students with a high number of feedbacks and simultaneously demonstrated high judgment accuracy. Neither interactions nor main effects were found for classroom management skills on reading comprehension. Moreover, no significant interactions with judgment accuracy but main effects were found for both feedback and classroom management skills concerning reading strategy knowledge gains. The implications of the results are discussed.

Musical Experience Shapes Neural Processing

2020 ◽  
Vol 31 (2) ◽  
pp. 81-86
Author(s):  
Wido Nager ◽  
Tilla Franke ◽  
Tobias Wagner-Altendorf ◽  
Eckart Altenmüller ◽  
Thomas F. Münte
Keyword(s):  
Mismatch Negativity ◽  
Pure Tone ◽  
Musical Instrument ◽  
Active Listening ◽  
Musical Experience ◽  
Neural Processing ◽  
Neural Adaptations

Abstract. Playing a musical instrument professionally has been shown to lead to structural and functional neural adaptations, making musicians valuable subjects for neuroplasticity research. Here, we follow the hypothesis that specific musical demands further shape neural processing. To test this assumption, we subjected groups of professional drummers, professional woodwind players, and nonmusicians to pure tone sequences and drum sequences in which infrequent anticipations of tones or drum beats had been inserted. Passively listening to these sequences elicited a mismatch negativity to the temporally deviant stimuli which was greater in the musicians for tone series and particularly large for drummers for drum sequences. In active listening conditions drummers more accurately and more quickly detected temporally deviant stimuli.

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